Authors

Document Type

Article

Publication Date

1-2018

Abstract

This article investigates the experiences of three early-career secondary English urban teachers who sought to strengthen their perspectives and practices of social justice teaching through professional development. Data include teacher interviews across their first three years of teaching, artifacts across three participants representing their professional development experiences and teaching and learning in their classrooms, and interviews of three informants who participated in professional development with two of the teacher participants. We then conducted a thematic analysis. We found six generative features of professional development/professional learning that promoted these urban teachers’ development as equity-oriented English teachers. This paper contributes to the knowledge base on professional development/professional learning in urban contexts in that it is the first to foreground urban teachers’ needs for professional development that promotes their equity-oriented educational stances and practices and that illuminates how productive principles for professional learning can facilitate meeting those needs.